Curriculum / ELA / 6th Grade / Unit 11: Declaring Identity: Being Jazz (2020) / Lesson 2
ELA
Unit 11
6th Grade
Lesson 2 of 28
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Identify narrator Jazz’s point of view and how it is conveyed in the first chapter of Being Jazz.
Book: Being Jazz: My Life as a (Transgender) Teen by Jazz Jennings pp. 1 – 12
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What is Jazz’s point of view on her gender identity? Has it changed over the course of her life? How does she convey her point of view in this chapter? Provide at least three examples from the text to support your answer.
Questions about the text that will help guide the students understanding
Why does the author include the description of her dream about the Good Fairy? What does it reveal about her perspective? (p. 7)
What is Jazz’s perspective on the idea of “gender identity disorder”? How and why does her perspective differ from that of the authors of the DSM? (p. 9)
What was Grandma Jacky’s perspective on Jazz’s preference for “girl” toys and clothing? How does Jazz demonstrate her perspective? (p. 8)
Discussion: Consider the video you watched yesterday of Barbara Walters’ interview with Jazz on 20/20. How does the perspective of this memoir differ from the perspective of the video? What are the benefits of reading a memoir versus watching a news story about that person?
RI.6.6 — Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.
Next
Explain how Jazz introduces and illustrates ideas about her life through anecdotes and examples.
Use a text and video source to define terms related to gender identity and provide basic information about what it means to be transgender.
Standards
L.6.6RI.6.7
RI.6.6
RI.6.3
Explain how specific sentences and passages fit into the overall structure of Being Jazz.
RI.6.5
Explain how the 20/20 documentary about Jazz develops the reader’s understanding of her memoir.
RI.6.7RI.6.9
Explain how Jazz uses examples and anecdotes to illustrate ideas in her memoir.
Explain the debate around transgender athletes participating in sports and explain the purpose and point of view of two different articles on this topic.
Differentiate between credible and non-credible sources when beginning research.
W.6.2W.6.2.aW.6.2.bW.6.2.dW.6.7W.6.8
Appropriately cite sources and provide a strong conclusion for biographical profiles.
W.6.2W.6.2.fW.6.8
Explain how Jazz communicates her point of view by developing an authentic narrative voice.
RI.6.6RL.6.4
Explain how Jazz uses examples and anecdotes to introduce, illustrate, and elaborate on ideas in her memoir.
Explain how specific sentences, text features, and paragraphs contribute to the structure and meaning of Being Jazz.
Explain how Jazz’s narrative style develops her point of view and the impact of this on readers.
Explain the purpose and impact of Camp Aranu’tiq by reading Being Jazz and watching a video, and describe the differences between those two sources.
Describe the impact of bullying on young people by presenting information from nonfiction articles and analyzing events in Being Jazz.
RI.6.7SL.6.4
Write a letter communicating perspective on bullying and persuade the reader to agree with the position.
W.6.1W.6.1.aW.6.1.bW.6.1.e
Interpret words and figures of speech Jazz uses in her memoir and analyze their impact.
L.6.4.cL.6.5.aRI.6.4
Draw conclusions about Jazz’s character based on the way she responds to challenges in her own life and the injustice she sees around her.
RI.6.1
Identify narrator Jazz’s point of view and how it is conveyed in Being Jazz.
Identify author’s purpose and point of view in Barbara Walters’s 20/20 interview and in Being Jazz.
RI.6.6RI.6.7
Compare and contrast two accounts of the same event described in Being Jazz.
Analyze how Jazz concludes her memoir and how she continues to develop ideas in the text.
Determine central ideas in Being Jazz and explain how specific details support these ideas.
RI.6.2
Engage in a Socratic Seminar with classmates, using previous feedback to set goals and reflect on performance in the seminar and paraphrasing the ideas of peers.
SL.6.1.bSL.6.1.d
Identity the features of a strong personal narrative and begin to craft own personal narrative.
W.6.3W.6.3.aW.6.3.bW.6.3.dW.6.5
Organize narratives in a logical structure and add specific details and dialogue to develop meaning.
W.6.3W.6.3.aW.6.3.bW.6.5
Craft a strong concluding paragraph and share stories with classmates.
SL.6.4W.6.1.eW.6.3
2 days
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